Academic Efficacy, Test Preparation and Examination Anxiety among Working Class Students in Uganda

Abstract

The study examined the relationship between academic self-efficacy, test preparation, and exam anxiety among workingclass university students in Uganda. Specifically, it investigated the type of relationship among the variables, their joint contribution, and their relative influence on exam anxiety. Using a correlational design, data were collected from 177 working-class students selected through stratified random sampling. Standardized measures of exam anxiety, academic self-efficacy, and test preparation were administered, and data were analyzed using descriptive statistics, Pearson’s correlation, and multiple regression analyses with SPSS version 25. Findings revealed a significant negative relationship between academic self-efficacy and exam anxiety (r = –0.277, p < .01), while test preparation showed no significant direct correlation with exam anxiety (r = 0.045, p > .05). Jointly, academic self-efficacy and test preparation accounted for 18.9% of the variance in exam anxiety, F(2,174) = 21.48, p < .01. Relative contribution analysis showed that academic self-efficacy significantly reduced exam anxiety (β = –0.634, p < .01), while test preparation unexpectedly increased it (β = 0.499, p < .01). These findings suggest that self-efficacy serves as a protective factor against exam anxiety, whereas certain patterns of test preparation may heighten anxiety among working-class students. The study concludes that fostering academic self-efficacy may be more effective than emphasizing preparation alone in reducing exam-related stress. Recommendations are made for universities to integrate confidence-building interventions, balanced preparation strategies, and mental health support services for working-class students